```Sixth Grade Ratio of Boys to Girls
Content Rubric—Claim 1
6. RP.A Understand ratio
concepts and use ratio
reasoning to solve problems
6.RP.A.2 Understand the concept of a
unit rate a/b associated with a
ratio a:b….(the remainder of
6.RP.A.3 Use ratio and rate reasoning
to solve real-world and
mathematical problems, e.g.,
equivalent ratios, tape
diagrams, double number line
diagrams, or equations.
0
1
2
Does Not Meet Standard Yet
Level 0 students show
inconsistent or no
understanding of ratio
concepts and the uses ratio
reasoning to solve problems
by not:
 Naming the fractional
amount of boys in the
school.
 Identifying the total
number of students when
given 120 boys in a
school with a ratio of 4
boys to 5 girls.
3
4
Meets Standard
Exceeds Standard
Level 3 students show a
good understanding of ratio
concepts and the uses ratio
reasoning to solve problems
by:
Level 4 students show a
thorough understanding of
ratio concepts and the uses
ratio reasoning to solve
problems by:
Level 1 students show little
understanding of ratio
concepts and the uses ratio
reasoning to solve problems
by:
Level 2 students show a
partial understanding of ratio
concepts and the uses ratio
reasoning to solve problems
by:
 Completing part of the
enough to establish
his/her knowledge and
skill in ratio concepts
and the use of ratio
reasoning to solve
problems.
 Inaccurately naming the
fractional amount of
students (e.g., 5/9, 4/5,
or 5/4).
 Accurately naming the
fractional amount of boys
in the school as 4/9 or its
equivalent.
 Inaccurately or not
Identifying that there are
a total of 270 students
(but within a range of
250-300) when given
120 boys in a school with
a ratio of 4 boys to 5
girls.
 Identifying that there are
a total of 270 students
when given 120 boys in
a school with a ratio of 4
boys to 5 girls.
OR
 Inaccurately naming the
fractional amount of
students that does not
include the numbers
presented in the
problem.
 Imprecisely or not
identifying the total
number of students
when given 120 boys in
a school with a ratio of 4
boys to 5 girls.
 Attempting to make
connections between or
among two mathematical
models/representations
that illustrate how they
determined the total
number of students
when given 120 boys in
a school with a ratio of 4
boys to 5 girls.
The opportunity for students
to demonstrate a Level 4 on
 Making connections
between or among at
least two mathematical
models/representations
to illustrate how they
determined the total
number of students
when given 120 boys in
a school with a ratio of 4
boys to 5 girls.
Page 1
Practice Rubric—Claim 3
Claim 3 Students can clearly
and precisely construct
viable arguments to support
their own reasoning and to
critique the reasoning of
others.
Claim 3 Range ALD:
A. Test propositions or conjectures
with specific examples.
B. Construct, autonomously, chains
of reasoning that will justify or
refute propositions or conjectures.
C. State logical assumptions being
used.
D. Use the technique of breaking an
argument into cases.
E. Distinguish correct logic or
reasoning from that which is
flawed and—if there is a flaw in
the argument—explain what it is.
0
1
2
Does Not Meet Standard Yet
Level 0 students
demonstrate inconsistent or
no ability to clearly and
precisely construct viable
arguments in support of his
or her reasoning or identify
obvious flawed arguments in
familiar contexts.
Level 1 students
demonstrate little ability to
clearly and precisely
construct viable arguments
in support of his or her
reasoning using concrete
referents such as objects,
drawings, diagrams, and
actions and identify obvious
flawed arguments in familiar
contexts.
Level 2 students
demonstrate a partial ability
to clearly and precisely
construct viable arguments
in support of his or her
reasoning and should be
able to find and identify the
flaw in an argument by using
examples or particular
cases. Students should be
able to break a familiar
argument given in a highly
scaffolded situation into
cases to determine when the
argument does or does not
hold.
3
4
Meets Standard
Exceeds Standard
Level 3 students
demonstrate an ability to
clearly and precisely
construct a viable argument
in support of his or her
reasoning by using stated
assumptions, definitions,
and previously established
results and examples to test
and support their reasoning
or to identify, explain, and
repair the flaw in an
argument. Students should
be able to break an
argument into cases to
determine when the
argument does or does not
hold.
Level 4 students
demonstrate a thorough
ability to clearly and
precisely construct viable
arguments in support of his
or her reasoning by using
stated assumptions,
definitions, and previously
established results to
support their reasoning or
repair and explain the flaw in
an argument. They should
be able to construct a chain
of logic to justify or refute a
proposition or conjecture
and to determine the
conditions under which an
argument does or does not
apply.
F. Base arguments on concrete
referents such as objects,
drawings, diagrams, and actions.
conditions under which an
argument does and does not
apply. (For example, area
increases with perimeter for
squares, but not for all plane
figures.)
Page 2
Ratio of Boys to Girls (6th Grade)
Level 0 students do not
meet criteria for a level 1
Level 1 students
demonstrate little ability to
clearly and precisely
construct viable arguments
in support of his or her
reasoning by:
 Attempting to use
solutions in the problem
to provide examples that
support student
reasoning, but not
enough to establish
his/her ability to clearly
and precisely construct
viable arguments to
support their own
reasoning.
Level 2 students
demonstrate a partial ability
to clearly and precisely
construct viable arguments
in support of his or her
reasoning by:
Level 3 students
demonstrate an ability to
clearly and precisely
construct a viable argument
in support of his or her
reasoning by:
Level 4 students
demonstrate a thorough
ability to clearly and
precisely construct viable
arguments in support of his
or her reasoning by:
 Inaccurately using
solutions in the problem
to make assumptions or
provide examples to
make claims that
support student
reasoning.
 Using solutions in the
problem the students
make assumptions, use
definitions, or provide
examples to make
claims that support their
reasoning.
 Using solutions in the
problem the students
make assumptions, use
definitions, and provide
examples to make
claims that support their
reasoning.
 Attempting to break
arguments into cases.
 Possibly breaking
arguments into cases.
 Breaking arguments into
cases.
 Explaining flaws in an
argument.—If flaws exist
 Explaining the conditions
under which each
argument does or does
not apply.
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